Understanding how English language teacher educators construct their professional identity is crucial for developing effective and context-responsive teacher education programs. While academic qualifications and teaching experience are often seen as indicators of teacher quality, how these elements shape educators’ self-concept is still underexplored. This study explores how an English teacher educator in Indonesia develops his professional identity through long-term classroom practice, academic progression, and reflective engagement. Drawing on a narrative inquiry approach, data were collected through in-depth, semi-structured interviews and analyzed thematically to find out key dimensions of identity development. Findings show that professional identity is not static, but it evolves through the interplay of sustained teaching experience, leadership roles, postgraduate education, and active participation in professional communities. The participant’s story highlights identity construction as a context-sensitive and lifelong process which is shaped by institutional roles, language use, and the needs of a multilingual teaching environment. This study emphasises the need for professional learning environments that go beyond credentials, promoting reflective practice, collaboration, and institutional support to nurture dynamic teacher identities. Article visualizations:
Adnan Abid (Sat,) studied this question.
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